Course Number: EDUC 370, 10 units (Fall Terms 1 & 2 and Spring Terms 1 & 2) Component Hours: 700 classroom student teaching hours (540 Direct contact with children), 100+ hours additional learning in material making/assignments
Instructor: Nelson/Lorenz
INTRODUCTION:
The function of the Practicum fall and spring terms 1 and 2 are to provide the student teacher (adult learner) with the opportunity for personal and practical experiences in a teaching / learning experience as an Early Childhood Montessori teacher with children ages 2½ through 6 year old.
It also provides a period of observation, student normalization, and further study, to bring together the theory and practice of Montessori education. This course is intended to allow the adult learner as a student teacher time to experience instruction in the form of cosmic lessons, develop new curriculum materials, as well as manage the daily routines of an early childhood classroom.
The environment must be prepared with materials and modes of activities that respond to the developmental and varied needs and interests of the Early Childhood adult learner. It is the student teacher’s responsibility to procure an Early Childhood Practicum/student teaching placement in an approved Montessori school, which agrees to cooperate with the Montessori Teacher College Sacramento in all matters relating to the practicum site.
COURSE CONTENT:
Care of the Person
Care of the Environment
Small Muscle Development
Gross Muscle Development
Social Grace and Courtesy
Control of Movement
Food Preparation and Nutrition
COURSE OBJECTIVES:
The adult learner will have the opportunity for gradual personal and practical competence as a Montessori Early Childhood teacher.
The adult learner will be able to have the opportunity to foster self-evaluation, peer evaluation, and supervising evaluation in preparation for joining a Montessori school staff.
The adult learner will understand how to create a well prepared Montessori early childhood setting in which to begin to apply the Montessori philosophy into the classroom opportunities to help in the organization of the prepared environment.
The adult learner will be able to put the theories learned into practice.
The adult learner will have time to prepare and present lessons in a Montessori classroom.
The adult learner will have the opportunity to learn and manage the daily routines of a Montessori classroom.
The adult learner will practice accurate record keeping strategy;
The adult learner will have the opportunity to develop communication skills with other teachers, children, parents, and the administration.
The adult learner will have the opportunity to learn how to operate as part of a team with the administration and staff of the school.
The adult learner will have the opportunity to participate in organizing schedules, supplies, equipment maintenance, and budget planning for the classroom.
The adult learner will enable classroom management skills to be evolved.
The adult learner will have the opportunity to experience the joy of becoming a Montessori teacher.
The adult learner will understand the importance of respect of the individual person in the Montessori classroom as a basis for the development of Peace Education.
MACTE COMPETENCIES TARGETED:
Knowledge
1b: Human Growth and Development
1d: Community resources for learning
Pedagogy
2a: Correct use of Montessori materials
2b: Scope and sequence of curriculum(spiral curriculum )
2c: The prepared environment
2d: Parent / Teacher / Family / Community / Partnership
2e: The purpose and methods of observation
2f: Planning for Instruction
2g: Assessment and Documentation
2h: Reflective Practice
2j: Culturally responsive methods
Teaching With Grace and Courtesy
3a: Classroom leadership
3b: Authentic Assessment
3c: The Montessori philosophy and methods ( materials )`
3d: Parent / Teacher / Family Partnership
3e: Professional Responsibilities
3f: Innovation and Flexibility
LEARNING OUTCOMES:
Upon completion of the course component, the adult learner will:
The adult learner will demonstrate personal and practical competence as a Montessori early childhood educator.
The adult learner will develop and maintain an appropriate environment for fostering lifelong learning and growth.
The adult learner will move from theoretical ideals to the practical implementation of the Montessori philosophy for the young child.
The adult learner will become aware of and selective toward respectful, equitable, and useful inclusion and practices in the classroom and across the curriculum.
The adult learner will learn the importance of observation; and be able to utilize observation techniques effectively.
The adult learner will demonstrate appropriate communication skills with other teachers, the children, parents, and administration.
- Teacher: Sara Nelson, M.Ed.
EDUC 318: CHILD DEVELOPMENT CHILD, FAMILY AND COMMUNITY SYLLABUS
Course Number: EDUC 314, 3 units Component Hours: 54 contact hours
Instructor: Nelson/Lorenz
INTRODUCTION:
This section consists of a series of lessons dealing with the development patterns of young children. This course is an examination of the developing child in a societal context focusing on the interrelationship of family, school, and community and emphasizing historical and socio-cultural factors. The processes of socialization and identity development will be highlighted, showing the importance of respectful, reciprocal relationships that support and empower families. Influences on growth and development including media, social class, gender, sexual orientation, racial/ethnic groups, and their relationship to family behavior will be studied. Students will identify and evaluate personal family dynamics and consequences.This section also looks at the interactions among children, family, school, peers, media, and community, with an emphasis on ethnic diversity, social class, gender roles, and their impact on behavior, values, morals, and attitudes.
COURSE CONTENT:
The importance of the relationship between home and school for children
The need for the educator to recognize family behavior and dynamics.
The interaction types necessary while working with young children regarding diversity, values and attitudes.
COURSE OBJECTIVES:
The student learners will analyze theories of socialization that address the interrelationship of child, family, and community.
The student learners will critically assess how educational, political, and socioeconomic factors directly impact the lives of children and families.
The student learners will synthesize and analyze research regarding social issues, changes, and transitions that affect children, families, schools, and communities.
MACTE COMPETENCIES TARGETED:
Knowledge
1a: Montessori Philosophy
1b: Human Growth and Development
1c: Subject matter for the Early Childhood level
Pedagogy
2b: Scope and sequence of curriculum ( spiral curriculum )
2h: Reflective Practice
Teaching With Grace and Courtesy
3d: Parent / Teacher / Family Partnership
3e: Professional Responsibility
3f: Innovation and Flexibility
LEARNING OUTCOMES:
The adult learners will critique strategies that support and empower families through respectful, reciprocal relationships to involve all families in their children's development and learning.
The adult learners will analyze their own values, goals, and sense of self as related to family history and life experiences, assessing how this impacts relationships with children and families.
The adult learners will recognize and compare the influence of diverse populations on the socialization of children.
The adult learners will review public policy as it relates to the well-being of children and families.
The adult learner will identify the impact of ethnicity, social class, family values and gender roles.
The adult learner will interpret child development, educational concepts, and cultural biases to other staff, parents, and community.
INSTRUCTIONAL METHODS:
HyFlex teaching - Montessori Teacher College Sacramento offers a HyFlex course design model that presents the components of hybrid learning in a flexible course structure that offers students varied options such as, attending sessions in the classroom, participating online, and/or doing both. Throughout the early childhood training program, students will be informed based on the course syllabus as changes will occur regarding mode of attendance weekly or by topic, according to need and/or program preference.
The delivery of course format may include:
Lecture
Group discussion
Distance Learning
Documented direct observation of children and instructional personnel in classroom settings
Selected readings
Written reports, essays, professional development projects, and assessments.
Attendance, punctuality, mindful preparation, and enthusiastic participation by the student learner are assumed and expected.
The value of this information sets the stage for the student to gain access and participate in an environment that is enriched with the promise to share prior knowledge in a way that links with the current trends and issues facing our careers and work lives. In order to create success in learning, the following principles are guides to professional conduct that seeks to promote eventual changes in how the adult learners participate in their own education (Montessori, 1967).
DIGITAL PORTFOLIO REQUIREMENTS:
Develop a Google Drive Shared Portfolio
For each course, the student is required to construct, develop, and organize a Google Drive e-Portfolio with tabbed subfolders for each course module and/or assignment for the purpose of collecting all presentations, hand outs, along with retaining information sections and chapter resources.
All assignments shall be authored in the google suite and turned into either Canvas or Google Classroom.
Training for these requirements are offered during the adult learner orientation.
DISCUSSION BOARD REQUIREMENTS:
Based on the cycle of the content, what you read, the lecture overview, the small group discussions, large group share, the student learner navigates to these sections comprehensively and post a minimum of one response in the discussion board based on content and relevance to career path for the appropriate section.
The discussion boards are to reinforce knowledge from a theoretical perspective and transform the concepts from theory to practice. For all courses, when a discussion board response is required, the student learner's responsibility is to read and post in the Discussion (author in the google suite portfolio first, then paste the response) and respond to a minimum of 2 peers' posts.
COLLABORATION WORK ACROSS THE COURSE WORK
Professional learning communities in the form of groups will be designed around student learner interests related to Montessori education. Once the PLC’s are formed, using an interest based and design model setl, the area of study will promote through a mission statement a developmental approach that complements the Montessori philosophy and promotes peace education in the form of a capstone professional development presentation that is peer/parent based.
Through group discussion and individualized perspective building over the fall the spring semesters, and through a braiding across the course work, student learners will design, build, organize, deliver, and implement this comprehensive approach to individualizing child/student development that promotes lifelong learning and centers itself around education as life itself. The PLC group(s) will discuss topics based on curriculum, instruction, observations, and community influences. These topics through transformational leadership will evolve into a classroom plan from theory to practice that describes a typical growth and development based on the studies complement to Montessori education.
REQUIRED TEXTBOOKS:
Zero Textbook Cost- Child, Family, Community, Laff and Ruiz
Promoting Online Learners’ Social-Emotional Growth: A Montessori Perspective March 2, 2020 Catherine R. Barber, PhD
Course Component Handouts
COURSE OUTLINE, ASSIGNMENTS, ASSESSMENTS, and EVALUATIONS:
The following guide provides the adult learner with what is required weekly across the courses and terms. Each assignment is expected in the individual’s digital portfolio.
Module | Topic(s) | Readings & Multimedia |
Assignment(s) | ||||||||||||||||||||||||||||||
WEEK 1 | Examination of the impact of socializing agents on the development of the child with reference to Urie Bronfenbrenner's Ecological Systems Theory | Textbook Reading 1,3 Watch Video: | 1. Portfolio Introduction: Practical Life 5 Paragraph Essay & Writing Resource Rubrics 2. Terms List; create a list of Montessori terms that you encounter in your readings during this course, including definition /explanation 3.(CFC1) Question: Question: Based on educational, political, and socioeconomic factors that directly impact the lives of children and families, assess how Montessori can contribute to more healthy child development and why it's important to engage the parent community?Read and post in Discussion and respond to at least 2 peers' posts. 4.PLC Collaboration Work | ||||||||||||||||||||||||||||||
WEEK 2 | Development of values, attitudes, motives, attributions, self-esteem, prosocial behaviors, antisocial behaviors, morals and genders roles | Textbook Reading 4 Watch Video - | 1.(CFC2)Question: Create a chart and break down at least three research articles (see Google Scholar) that synthesizes and analyzes research regarding social issues, changes, and transitions that affect children, families, schools, and communities as they relate to the Montesori philosophy in these categories:
Read and post in Discussion and respond to at least 2 peers' posts. 2.PLC Collaboration Work Year Long Professional Learning Community, Collaboration Work | ||||||||||||||||||||||||||||||
Week 3 | Stress factors that impact the individual child and parents within the community: poverty, youth violence, and substance abuse; adverse childhood experiences (ACES) and effects on socialization; Family as a socializing agent: family structures and functions; historical trends in parenting; parenting styles; child maltreatment | Textbook Reading 5,6,7 Read the selected passages/articles/videos Watch Video - | 1.(CFC3) Question: Please reflect on how to create reciprocal relationships to promote holistic learning? Read and post in Discussion and respond to at least 2 peers' posts. 2.PLC Collaboration Work Year Long Professional Learning Community, Collaboration Work | ||||||||||||||||||||||||||||||
Week 4 | The relationship of goals and values to child rearing practices, recognizing and responding respectfully to cultural differences in family values and expectations for children, helping children to value cultural diversity | Textbook Reading 2 Watch Video - | 1.(CFC4) Question: Please list 2-3 of your own values, goals, and sense of self perspectives that you believe will positively impact your learning environment for the benefit of the children? Read and post in Discussion and respond to at least 2 peers' posts. 2.PLC Collaboration Work | ||||||||||||||||||||||||||||||
Week 5 | Schools as socializing agents: parent and teacher partnerships with schools; the role of schools in meeting the needs of diverse children; school choices; the teacher's role in the school; teacher interactions with diverse students; teaching philosophies | Textbook Reading 6 Watch video - | 1.(CFC5)Question: Based on a thorough understanding of Montessori, compare holistic learning as you balance what works across the curriculum in the early education learning environment with how culture and diversity of the children impact the learning environment? Read and post in Discussion and respond to at least 2 peers' posts. 2.PLC Collaboration Work | ||||||||||||||||||||||||||||||
Week 6 | The peer group as an agent of socialization: peer statuses, bullying, gender differences in peer groups, types of play; adult-led peer activities and interactions | Textbook Reading 4
| 1.(CFC6)Question:Please analyze the principles of the MACTE competencies for this course and capture one element that you incorporate for each competency that will promote positive child development? Read and post in Discussion and respond to at least 2 peers' posts. 2.PLC Collaboration Work | ||||||||||||||||||||||||||||||
Week 7 | Media as a socializing agent: The impact of the mass media in socializing children; commercial advertising; exposure to violence on TV and in movies; public policy regulating children's TV programming; media influence in socialization outcomes; guidelines for teachers and parents in monitoring the influence of mass media on children | Textbook Reading 9 Watch Video -
| 1.(CFC7) Question: Evaluate the importance of each of the above roles in the learning environment. How does Montessori individualize learning based on diversity? Read and post in Discussion and respond to at least 2 peers' posts. 2.PLC Collaboration Work | ||||||||||||||||||||||||||||||
Week 8 | Final assessments | PD Project Presentation and SLO Assessments
| Present Final Professional Development Cultural Project Peer and Instructor Professional Project Assessment: Assessment and Evaluation, Creation and Presentation of a digital portfolio INSTRUCTOR EVALUATION:COURSE EVALUATION:MACTE COMPETENCIES EVALUATION:STUDENT LEARNING OUTCOMES EVALUATION: |
TECHNOLOGY REQUIREMENTS & SUPPORT:
REQUIREMENTS:
Computer: A minimum, students must have regular access to a computer with Internet connection (preferably broadband) and a web browser. Students are expected to be knowledgeable in basic computer skills. Personal competence in word processing and using email programs is required.
Hardware Users: Pentium II 300 or equivalent with 96 MB memory, CD ROM, Monitor, Sound Card and Printer. Operating System: Windows XP or higher Mac Users, please note: Coursework should be accessible via Mac software.
Internet Connection Subscription to an Internet Service Provider (ISP) is required (broadband access is highly recommended). Broadband access can be cable modem, digital subscriber line (DSL), T1 Connection, or LAN connection or its equivalent. Students are responsible for clearing any firewall and/or security issues if access to the SU Portal is attempted through a workplace network.
Web Browser Make sure you have the best online experience by upgrading your browser to the latest versions of Internet Explorer, Safari, Google Chrome, and/or Firefox. It is preferable to use Google Chrome in partnership with building the google drive e-portfolio.
SUPPORT
For technical support of Canvas, contact the program administrative office at 916-685-6874 or email at information@montessoriteachercollege.school.
For Google Suite or Classroom support, contact the program administrative office at 916-685-6874 or email at information@montessoriteachercollege.school.
DIVERSITY IN EDUCATION, CHILD DEVELOPMENT, AND CHILD, FAMILY, AND COMMUNITY REQUIREMENTS / GRADING SHEET: GRADING SCALE:
| ||
Attendance/Class Participation - Participation - ( 5 points per 8 weeks ) | /40
| |
Discussion Boards - ( 10 points per 8 weeks ) Responses | /80 | |
Collaboration work - ( 10 points per 8 weeks ) | /80 | |
Creation: Assembly / Sequence / Creativity / Beauty - ( 20 points ) Introduction: Content / Writing Structure - ( 20 points ) Write Ups: Sequence / Additional Creations - ( 20 points ) Practice Log -
Portfolio Presentation - ( 20 points ) | /150 | |
Course Assessment - Assessment Material Presentations - ( 50 points ) | /50 | |
Course Assessment - Final Course Assessment Professional Development Project - ( 50 points ) | /50 | |
Course Total | /450 | |
Notes:
Child, Family & Community: EDUC 314
Theories of Child Development and concepts of the Child, Family & Community
Scope and Sequence
Required Text:
Theories of Development (5th Edition) by William Crain, Pearson, Prentice Hall.
The following concepts and topics will be presented during Child Development - ECE 315 |
Course Content:
|
Child, Family & Community: EDUC 314 - CONTENT
Introduction
This section consists of a series of lessons dealing with the developmental patterns of young children. The major emphasis is on the intellectual and emotional development of children during the first six years of life.
Objectives
1. The student will learn of other theories of child development and see how they
compare with Montessori's philosophy.
2. The student will gain a better understanding of children.
3. The student will learn of the many factors that contribute to a child's development.
4. The student will learn about the factors that contribute to a child's learning ability.
5. The student will find out how a child's intelligence develops.
6. The student will learn about Freud, Piaget and other child development specialists.
7. The student will demonstrate ability to assess children's developmental needs through a
variety of vehicles, i.e. observation, case studies, tests, development scales, classroom products.
8. Provide a suitable match between assessment and developmental activities.
9. The student will demonstrate knowledge of varied learning styles
Reading Assignments:
Use the textbook selected for the section to write these five papers.
Students may also use their local library to research the questions given under each lesson in Section 2. The reference source must be included, giving Title, Author, Publisher and Date of Publication, and page numbers.
INSTRUCTOR EVALUATION:
On the final day of this course, access this link and complete the course instructor evaluation Google form. ( EVALUATION LINK )
COURSE EVALUATION:
On the final day of this course, access this link and complete the course instructor evaluation Google form. ( EVALUATION LINK )
MACTE COMPETENCIES EVALUATION:
On the final day of this course, access this link and complete the MACTE competencies evaluation Google form. ( EVALUATION LINK )
STUDENT LEARNING OUTCOMES EVALUATION:
On the final day of this course, access this link and complete the Course Student Learning Outcomes evaluation Google form. ( EVALUATION LINK )
- Instructor: Sara Nelson, M.Ed.
EDUC 320: SENSORY MOTOR DEVELOPMENT/SENSORIAL SYLLABUS
Course Number: EDUC 320, 3 units
Component Hours: 35 contact hours, 20+ hours Independent Study and Practice
Instructor: Nelson
INTRODUCTION:
The sensorial area consists of materials that educate and refine the child's senses. The child learns to recognize similarities and differences; to discriminate between similar objects; to grade similar objects. This is important for later mastery of tasks involving math and language.
The primary purpose of the Sensorial exercises is not that their correct usage be mastered, but rather that "the child trains himself to observe; that he be led to make comparisons between objects, to form judgments, to reason and to decide." (Dr. Maria Montessori - Dr. Montessori's Own Handbook)
Qualities discriminated with the visual sense are size, shape, and color; with the tactile sense, texture, temperature, and pressure; with the auditory sense, intensity and pitch. Basic taste sensations of sweet, sour, bitter, and salty are discriminated with the gustatory sense; various odors-fragrances are used to discriminate the olfactory sense. Montessori included the stereognostic sense with which the child discriminates using non-visual tactile-muscular ability.
COURSE CONTENT:
Tactile Sense
Visual Sense
Stereognostic Sense
Baric Sense
Auditory Sense
Olfactory Sense
Gustatory Sense
COURSE OBJECTIVES:
The adult learner will understand the concepts and sequence of the Montessori materials in the Sensorial area.
The student learner will develop the ability to present the Sensorial materials.
The student learner will develop the ability to create original and appropriate Sensorial exercises and extensions.
The student learner will understand the direct and indirect purpose of the Sensorial materials.
The student learner will understand the importance of the Sensorial materials in developing thinking skills, observation of patterns and making comparisons that will later support Math, Geometry, and Language understanding.
MACTE COMPETENCIES TARGETED:
Knowledge
1a: Montessori Philosophy
1c: Subject matter for the course level of Sensorial
Pedagogy
2a: Correct use of Montessori materials
2b: Scope and sequence of curriculum(spiral curriculum )
2c: The prepared environment
2f: Planning for Instruction
2g: Assessment and Documentation
2h: Reflective Practice
Teaching With Grace and Courtesy
3b: Authentic Assessment
3c: The Montessori philosophy and methods ( materials )`
3f: Innovation and Flexibility
LEARNING OUTCOMES:
The adult learner will demonstrate understanding of the continuity of learning experiences for the young child through the development of sequentially prepared exercises.
The adult learner will gain knowledge of a broad repertoire of teaching strategies using manipulative materials and demonstration.
The adult learner will understand the development of observation skills, pattern recognition, thinking skills, and problem solving skills.
The adult learner will become proficient in creating activities and extensions in the Sensorial area, and complete a personal teaching manual for the Sensorial exercises tailored to individual needs and classroom dynamics.
INSTRUCTIONAL METHODS:
HyFlex teaching - Montessori Teacher College Sacramento offers a HyFlex course design model that presents the components of hybrid learning in a flexible course structure that offers students varied options such as, attending sessions in the classroom, participating online, and/or doing both. Throughout the early childhood training program, students will be informed based on the course syllabus as changes will occur regarding mode of attendance weekly or by topic, according to need and/or program preference.
The delivery of course format may include:
Lecture
Group discussion
Distance Learning
Documented direct observation of children and instructional personnel in classroom settings
Selected readings
Written reports, essays, professional development projects, and assessments.
Attendance, punctuality, mindful preparation, and enthusiastic participation by the student learner are assumed and expected.
The value of this information sets the stage for the student to gain access and participate in an environment that is enriched with the promise to share prior knowledge in a way that links with the current trends and issues facing our careers and work lives. In order to create success in learning, the following principles are guides to professional conduct that seeks to promote eventual changes in how the adult learners participate in their own education (Montessori, 1967).
DIGITAL PORTFOLIO REQUIREMENTS: Develop a Google Drive Shared Portfolio
For each course, the student is required to construct, develop, and organize a Google Drive e-Portfolio folder with tabbed folders for each course module and/or assignment for the purpose of collecting all presentations, hand outs, along with retaining information sections and chapter resources.
All assignments shall be authored in the google suite and turned into either Canvas or Google Classroom.
Training for these requirements are offered during the student learner orientation.
DISCUSSION BOARD REQUIREMENTS:
Based on the cycle of the content, what you read, the lecture overview, the small group discussions, large group share, the student learner navigates to these sections comprehensively and post a minimum of one response in the discussion board based on content and relevance to career path for the appropriate section.
The discussion boards are to reinforce knowledge from a theoretical perspective and transform the concepts from theory to practice. For all courses, when a discussion board response is required, the student learner's responsibility is to read and post in the Discussion (author in the google suite portfolio first, then paste the response) and respond to a minimum of 2 peers' posts.
COLLABORATION WORK ACROSS THE COURSE WORK
Professional learning communities in the form of groups will be designed around student learner interests related to Montessori education. Once the PLC’s are formed, using an interest based and design model setl, the area of study will promote through a mission statement a developmental approach that complements the Montessori philosophy and promotes peace education in the form of a capstone professional development presentation that is peer/parent based.
Through group discussion and individualized perspective building over the fall the spring semesters, and through a braiding across the course work, student learners will design, build, organize, deliver, and implement this comprehensive approach to individualizing child/student development that promotes lifelong learning and centers itself around education as life itself. The PLC group(s) will discuss topics based on curriculum, instruction, observations, and community influences. These topics through transformational leadership will evolve into a classroom plan from theory to practice that describes a typical growth and development based on the studies complement to Montessori education.
REQUIRED TEXTBOOKS:
Montessori, Maria, The Montessori Method, New York: Schocken Books, 1964
Montessori, Maria, The Discovery of the Child, New York: Ballantine Books, 1990
Standing, E.M., Maria Montessori: Her Life and Work, New York: New American Library, Penguin Books, 1984
Course Component Handouts
COURSE OUTLINE, ASSIGNMENTS, ASSESSMENTS, and EVALUATIONS:
The following guide provides the adult learner with what is required weekly across the courses and terms. Each assignment is expected in the individual’s digital portfolio.
Module | Topic(s) | Readings and Multimedia | Assignments |
Week 1 | History / Necessity / Importance of… | Maria Montessori: Her Life and Work, Part Two: (IX) The Sensorial Foundations of Intellectual Life | 1. Portfolio Introduction: Sensorial 5 Paragraph Essay & Writing Resource Rubrics 2. Terms List; create a list of Montessori terms that you encounter in your readings during this course, including definition /explanation. Terms from Sensorial to include in your introduction: Tactile Sense 7 Triangles of Reality Visual Sense Primary Color Stereognostic Sense Complimentary Color Baric Sense Secondary Color Auditory Sense Hue Gustatory Sense Monochromatic Color Olfactory Sense Color Value In addition to other terms that you discover through readings and lecture 3. (SEN1 ) Question: Provide your perspective based on the elements addressed in the reading and class lecture of what benefits do children derive from the Sensorial exercises; directly and indirectly ? Read and post in the Discussion Board and respond to at least 2 peers' posts. 4. PLC Collaboration Work |
Week 2 | Visual Sense | Maria Montessori: The Discovery of the Child, Chapter 8: Visual and Auditory Distinctions Chapter 9: Generalizations on the Training of the Senses | 1. (SEN2 ) Question: Provide your perspective based on the elements addressed in the reading and class lecture that show a clear understanding of Montessori’s philosophy of the importance put on the training of the senses. Read and post in the Discussion Board and respond to at least 2 peers' posts. 2.Create 1 Sensorial material that isolates the Visual Sense, along with the Write-Up to share. 3.PLC Collaboration Work |
Week 3 | Tactile Sense | The Montessori Method, Part 14: ‘Education of the Senses’ Part 15: ’General Sensibility: the Tactile, Thermic, Basic and Stereognostic Senses’ Part 16: General Notes on the Education of the Sense | 1. (SEN3 ) Question: Provide your perspective based on the elements addressed in the reading and share how these connect with the student learning outcomes and share why you chose the topics. Read and post in the Discussion Board and respond to at least 2 peers' posts. 2. Create 1 Sensorial material that isolates the Tactile Sense, along with the Write-Up to share. 3.PLC Collaboration Work |
Week 4 | Auditory Sense | Montessori: The Science Behind the GeniusIndex: Research: Sound; montessori materials and… Read the pages under the section listed.Maria Montessori: The Discovery of the Child, Chapter 8: Visual and Auditory Distinctions; Silence Course Handout: Montessori’s Quiet Classroom | 1. (SEN4A ) Question: Provide your perspective based on the elements addressed in the reading and class lecture to share your ideas around the theory of Effort and Muscle Memory. Read and post in the Discussion Board and respond to at least 2 peers' posts. 2.(SEN4B ) Question: Provide your perspective based on the elements addressed in the reading and class lecture to share your thoughts of the volume in a Montessori classroom as it relates to children and work. Read and post in the Discussion Board and respond to at least 2 peers' posts. 3. Create 1 Sensorial material that isolates the Auditory Sense, along with the Write-Up to share. 4.PLC Collaboration Work |
Week 5 | Olfactory Sense Gustatory Sense Stereognostic Sense | Montessori - The Science Behind the Genius, Chapter 4: Interest in Human Learning | 1. (SEN5A ) Question: Provide your perspective based on the elements addressed in the reading to analyse what is your understanding of Montessori’s term of sensitive periods and why observation is key for the children ?? Read and post in the Discussion Board and respond to at least 2 peers' posts. 2. (SEN5B ) Question: Freedom within limits- Provide your perspective based on the elements addressed in the reading: ‘Common Concerns with Letting Interest Drive Learning’ - What is a concern that you discovered in this reading and how will you, as the teacher, prohibit the concern from becoming an issue ? Read and post in the Discussion Board and respond to at least 2 peers' posts. 3. Create 1 Sensorial material that isolates the Olfactory Sense, Gustatory Sense OR Stereognostic Sense, along with the Write-Up to share. 4.PLC Collaboration Work |
Week 6 | Music ( circle, music in the classroom, songs and activities ) | Maria Montessori: The Discovery of the Child, Chapter 4: Nature in Education Chapter 8: Visual and Auditory Distinctions; Exercises for distinguishing sounds Chapter 8: Visual and Auditory Distinctions; Silence | 1. ( SEN6) Provide your perspective based on the elements addressed in the reading and class lecture to share your thoughts about incorporating Nature into the classroom environment, as well as how you will incorporate it and what challenges you could face. Read and post in the Discussion Board and respond to at least 2 peers' posts. 2. Create and share one of your favorite Circle Time songs that you use in your classroom be prepared to share it, along with any additional materials that you use along with the song. 3.PLC Collaboration Work |
Week 7 | Organization / Extensions / Material Creation / | Maria Montessori:The Secret of Childhood Part II: Section 19 - Observations and Discoveries | 1.(SEN7) Provide your perspective based on the elements addressed in the reading and share how these connect with the student learning outcomes and share why you chose the topics. Read and post in the Discussion Board and respond to at least 2 peers' posts. 2. Create 2 Sensorial material extension utilizing 2 of the Montessori materials. 3.PLC Collaboration Work |
Week 8 | Presentations Assessments | Present Final Professional Development Sensorial ProjectPeer and Instructor Professional Project Assessment: Assessment and Evaluation, Creation and Presentation of the course Digital Portfolio INSTRUCTOR EVALUATION:COURSE EVALUATION:MACTE COMPETENCIES EVALUATION:STUDENT LEARNING OUTCOMES EVALUATION: |
TECHNOLOGY REQUIREMENTS & SUPPORT:
REQUIREMENTS:
Computer: A minimum, students must have regular access to a computer with Internet connection (preferably broadband) and a web browser. Students are expected to be knowledgeable in basic computer skills. Personal competence in word processing and using email programs is required.
Hardware Users: Pentium II 300 or equivalent with 96 MB memory, CD ROM, Monitor, Sound Card and Printer. Operating System: Windows XP or higher Mac Users, please note: Coursework should be accessible via Mac software.
Internet Connection Subscription to an Internet Service Provider (ISP) is required (broadband access is highly recommended). Broadband access can be cable modem, digital subscriber line (DSL), T1 Connection, or LAN connection or its equivalent. Students are responsible for clearing any firewall and/or security issues if access to the SU Portal is attempted through a workplace network.
Web Browser Make sure you have the best online experience by upgrading your browser to the latest versions of Internet Explorer, Safari, Google Chrome, and/or Firefox. It is preferable to use Google Chrome in partnership with building the google drive e-portfolio.
SUPPORT
For technical support of Canvas, contact the program administrative office at 916-685-6874 or email at information@montessoriteachercollege.school.
For Google Suite or Classroom support, contact the program administrative office at 916-685-6874 or email at information@montessoriteachercollege.school.
Practice requirements must be a minimum of:
2 lesson videos of 2 different lesson presentations: Showing the presentation of a Sensorial lesson from initial invitation through completion of lesson.
6 photos, per lesson of 3 different lesson presentations: Showing the presentation of a Sensorial lesson from initial invitation through completion of lesson.
A video showing a minimum of 2 Sensorial material extensions / creations, representing modification of initial material, based on the season / thematic unit / focus / etc. isolating skill base before and after
SENSORIAL REQUIREMENTS / GRADING SHEET: GRADING SCALE:
| ||
Attendance/Class Participation - Participation - ( 5 points per 8 weeks ) | /40
| |
Discussion Boards - ( 10 points per 8 weeks ) Responses | /80 | |
Collaboration work - ( 10 points per 8 weeks ) | /80 | |
Creation: Assembly / Sequence / Creativity / Beauty - ( 20 points ) Introduction: Content / Writing Structure - ( 20 points ) Write Ups: Sequence / Additional Creations - ( 20 points ) Practice Log -
Portfolio Presentation - ( 20 points ) | /150 | |
Course Assessment - Assessment Material Presentations - ( 50 points ) | /50 | |
Course Assessment - Final Course Assessment Professional Development Project - ( 50 points ) | /50 | |
Course Total | /450 | |
EDUC 320: Sensorial Materials and Exercises:
Visual Sense Material:
Color Tablets - Boxes I, II, III
Botany Cabinet (may be placed under Botany)
Geography Maps (may be placed under Geography)
Tactile Sense Material:
Thermic Tablets
Auditory Sense Material:
Bells
Olfactory Sense Material:
Gustatory Sense Material:
Stereognostic Sense Material:
Sensorial Extension: EDUC 320 - CONTENT
Circle Time
Purpose-
Gross motor skills
Fine motor skills
Listening and comprehension skills
A natural integration of music
Preparation and Procedure
Environment - concept of silence
Plan of action - lesson plan for activities
C. Selected Activities
1. Line activities
2. Songs & Fingerplays
Music in the Classroom
History- The Montessori Approach to Music
Music concepts
Music theory
Instruments
Audiovisual aids
Conclusion
Appendix
Songs & Activities
Body Image
Laterality & Balance
Space & Direction
Didactic Musical Materials
The Bells
Piano (Keyboard)
Autoharp
Literary References:
Go In And Out The Window- By The Metropolitan Museum of Art
Music Arranged and edited by Dan Fox
The Learning Circle; A Preschool Teacher's Guide to Circle Time- By Patty Claycomb
The Wheels on the Bus- By Paul Zelinsky
Rondo In C- By Paul Fleischman
Lives of Great Composers- By Ladybird Books
*This grade is in conjunction with the course requirements of E.C.E. 320 Sensorial (Sensory Motor Development).
INSTRUCTOR EVALUATION:
On the final day of this course, access this link and complete the course instructor evaluation Google form. ( EVALUATION LINK )
COURSE EVALUATION:
On the final day of this course, access this link and complete the course instructor evaluation Google form. ( EVALUATION LINK )
MACTE COMPETENCIES EVALUATION:
On the final day of this course, access this link and complete the MACTE competencies evaluation Google form. ( EVALUATION LINK )
STUDENT LEARNING OUTCOMES EVALUATION:
On the final day of this course, access this link and complete the Course Student Learning Outcomes evaluation Google form. ( EVALUATION LINK )
- Instructor: Norman Lorenz
- Instructor: Sara Nelson